Use, Perceptions, and Educational Challenges of Artificial Intelligence Among University Students in Southern Chile
DOI:
https://doi.org/10.48082/espacios-a26v47n04i01Keywords:
artificial intelligence, higher education, educational technology, digital competence, educational innovationAbstract
This quantitative study of 273 students at the University of Los Lagos analyzed the use, perception, and challenges of artificial intelligence in education. Students frequently use AI for studying, preparing for exams, and completing assignments, valuing its boost to productivity. However, concerns emerged regarding academic integrity, technological dependence, and critical thinking. They conclude that the institution must provide guidance and training on the ethical use of these tools.
References
Area, M., & Pessoa, T. (2012). From solid to liquid: New literacies to the cultural changes of Web 2.0. [De lo sólido a lo líquido: Las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0. Comunicar, 38, 13-20. https://doi.org/10.3916/C38-2012-02-01
Bolaños Gómez, A. C., Márquez Zambrano, L. G., Tagua Pomaina, J. E., & Vinueza Morales, M. G. (2026). Inteligencia artificial en educación superior: ¿Sustituto o complemento del pensamiento crítico? Revisión sistemática. Revista Simón Rodríguez, 6(11), 635-652. https://doi.org/10.62319/simonrodriguez.v.6i11.157
Bond, M., Khosravi, H., Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., S., C., & G, S. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. Int J Educ Technol High Educ, 21, 4. https://doi.org/10.1186/s41239-023-00436-z
Borba, D., Castillo, A., Espejo, P., Henríquez, A., Henríquez, J., Hernandez, J., López, M., Núñez, K., Sandoval, C., Sepúlveda, C., & Villegas, C. (2025). Inteligencia Artificial y Educación: Perspectivas humanistas, prácticas innovadoras y horizontes inclusivos. Observatorio sobre uso de inteligencia artificial en educación, Facultad de Educación, Universidad de Las Américas. https://www.udla.cl/descargas/educacion/2025-Libro-Observatorio-UDLA-IA-Educacion.pdf
Chan, C., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. Int J Educ Technol High Educ, 20, 43. https://doi.org/10.1186/s41239-023-00411-8
Cotton, D., Cotton, P., & Shipway, J. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Freire, P. (1970). Pedagogía del oprimido. Siglo XXI Editores. https://www.servicioskoinonia.org/biblioteca/general/FreirePedagogiadelOprimido.pdf
Hernández, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education. https://doi.org/10.22201/fesc.20072236e.2019.10.18.6
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications for teaching and learning. https://curriculumredesign.org/our-work/artificial-intelligence-in-education/
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeiffer, F., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kroff, F., & Bellemans, P. (2026). Inteligencia artificial en la educación superior: Una revisión sistemática de la literatura (2020–2025. Revista Educación Las Américas, 15(2). https://revistas.udla.cl/index.php/rea/article/view/400/457
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Quiroz, M. R. (2025). Inteligencia artificial generativa (IA Gen) en la transformación digital de la educación superior: Una revisión sistemática de literatura. Ciencia Latina Revista Científica Multidisciplinar, 9(2). https://doi.org/10.37811/cl_rcm.v9i2.17370
Sánchez, N., Michay, G., & Calderón, J. (2025). Inteligencia artificial generativa en educación superior: Una revisión sistemática de literatura hispanohablante. Revista Espacios, 46(6), 14-25. https://doi.org/10.48082/espacios-a25v46n06p02
Sánchez-Bolívar, L., Escalante-González, S., & Martínez-Martínez, A. (2024). The Ethics of Artificial Intelligence in Education: Threat or Opportunity? Revista Electrónica Educare, 28(S), 1-20. https://doi.org/10.15359/ree.28-S.20541
Selwyn, N. (2022). Education and technology: Key issues and debates (3rd ed.). Bloomsbury Publishing. https://doi.org/10.1007/s11159-022-09971-9
Tlili, A., Shehata, B., Adarkwah, M. B., A., H., D., H. R., & B, A. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learn. Environ, 10, 15. https://doi.org/10.1186/s40561-023-00237-x
Toro, Y., Toro, I., Calvo, C., Urquizo, D., & Chapalbay, M. (2025). Implementación de un asistente virtual de inteligencia artificial en universidades latinoamericanas. Zenodo. https://doi.org/10.5281/zenodo.17881621
Trejo-Trejo, G., & Gordillo-Espinoza, E. (2026). Validación de un instrumento para medir el uso académico de la IAGen en estudiantes universitarios. Pixel-Bit. Revista de Medios y Educación, 75(7). https://doi.org/10.12795/pixelbit.117960
UNESCO. (2024). Guía para el uso de IA generativa en educación e investigación. https://unesdoc.unesco.org/ark:/48223/pf0000389227
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Los autores conservan sus derechos de autor y ceden a la revista el derecho de primera publicación bajo la licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0).
